Tag: specially designed instruction

Are you a math teacher? Do you have students with disabilities in your class?

Region 13 is offering a special workshop series just for you! If you are a general education teacher working with 1st graders, or a special education teacher working in an Algebra I class, or anything in between, this summer series has something for you.

Develop your knowledge and implementation of best practices in your math classroom. Learn how to incorporate manipulatives and games with your students to strengthen their understanding of math concepts. Design an action plan for improving your students’ attack skills for word problems. Bring your students to mastery of their basic math facts with strategy-based instruction.

Workshop series includes:

Concrete Models of Good Math Instruction – June 16th

Elementary Series – Bringing Math to Life – June 24th

OR

Secondary Series – Math Games for Secondary Students with Box Cars and One-Eyed Jacks – June 24th

This document is a resource for teachers of students receiving special education services. The document includes legal references defining specially designed instruction (SDI) and a comparison of high yield instructional strategies and SDI. Sections on planning and implementing SDI, along with suggested roles and responsibilities for the general and special educators, are included in this guidance.

The 2015 Fall Dyslexia Conference, September 23 and 24, will offer two days of innovative presentations with a focus on helping students “Connect to Text.”

On Day One, Dr. Jill Allor, Ed. D., professor and chair of the SMU Department of Teaching and Learning, will provide the keynote address. Dr. Allor will share her research and successes with students’ transfer and application of skills to connected text reading.

Day 1 Breakout sessions include: Top Tech Tools for Struggling Readers, Second Language or Something Else? Special Considerations for ELLs, Dialogic Reading and Beyond, Transitioning Section 504 Students to Post-Secondary Education, The Lexile Framework and Post-Secondary Demands, and more!

Day 1 will also provide a preview of the upcoming fall release of the Texas Dyslexia Academy trainings.

On Day Two, Dr. Allor will present a full-day, intensive workshop: Effective Strategies for Teaching Reading to Students with Intellectual Disability: Current Research and Implications for Instruction.

This interactive workshop will focus on the critical role of the teacher in providing instruction that is both evidence based and specifically designed to meet the needs of individual students. Participants will learn about ongoing research at SMU and practical strategies for effectively teaching students with ID to read.

We are able to offer a limited number of special education teachers serving students with intellectual disabilities FREE register to Day Two, Dr. Allor’s session. To request a 100% discount code for the Day Two workshop, complete and submit the form in this link: http://bit.ly/DC2015sped

In this workshop you will acquire strategies and ideas for how to best adapt the general education curriculum to meet the needs of students with disabilities. We will debunk the myth that students struggling should not be exposed to higher mathematical concepts. You will also gain ideas for how to adapt and modify curriculum while maintaining high expectations for all students.

Shuffling into Math (Grades K-3) #SU1531794 – In this interactive and fun math games workshop, Jane Felling from Box Cars and One-Eyed Jacks will teach you to use games as a teaching strategy and will share the reasons behind why this strategy works. Handouts and game ideas will concentrate on numeration and number sense, patterning, basic operations, place value, data management, graphing, problem solving and other key parts of the state curriculum.

All Hands on Deck (Grades 3-6) #SU153173 – In this interactive, game-based workshop, John Felling will offer ways to engage and encourage your upper elementary math students. John and Jane teach workshop participants to use games as a teaching strategy and include why this powerful strategy works.

To Drill or Not to Drill: Math Facts Through Strategies—July 15th, 9am –4pm #SU1529402

Students are expected to master their basic math facts but many struggle to do so. Research shows that instruction of strategies for basic facts increases students’ likelihood of mastery and retention. Many students develop their own strategies. However, these strategies can be ineffective and inefficient. In this workshop, you will learn strategy-based instruction for all basic math facts for all four basic operations: addition, subtraction, multiplication, and division.

This workshop will provide you with evidence-based strategies to support and strengthen instruction for math word problems for students with disabilities. Research has shown that for students who are struggling, the elements of explicit instruction are key to helping these students make gains and be successful.